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Lernstrategien und Lernerfolg - Eine handlungsnahe Studie
12 references·0 citing·44 second hop
Lernstrategien und Lernerfolg - Eine handlungsnahe Studie (1999)Lernstrategien und Lernerfolg - Eine hand…Motivation und Handeln (2010)Motivation und HandelnMotivation und Lernen mit Texten (1996)Motivation und Lernen mit Tex…What do inventories of students' learning processes really measure? A theoretical review and clarification (1993)What do inventories of studen…Metakognition und Lernen (1992)Metakognition und LernenContrasting forms of understanding for degree examinations: the student experience and its implications (1991)Contrasting forms of understa…Motivational and self-regulated learning components of classroom academic performance. (1990)Motivational and self-regulat…Motivation und Handeln (1989)Motivation und HandelnGood information processing: What it is and how education can promote it (1989)Good information processing: …Children's reading strategies, metacognition, and motivation*1 (1986)Children's reading strategies…Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Reciprocal Teaching of Compre…Telling more than we can know: Verbal reports on mental processes. (1977)Telling more than we can know…ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)ON QUALITATIVE DIFFERENCES IN…Phenomenography ? Describing conceptions of the world around us (1981)Understanding Student Learning (1984)“But is it fair?”: An exploratory study of student perceptions of the consequential validity of assessment (1997)Deep and surface learning: a simple or simplistic dichotomy? (1997)Using Assessment for Learning and Learning from Assessment (2002)Mind in Society: The Development of Higher Psychological Processes (1978)Toward a model of text comprehension and production. (1978)Situated Cognition and the Culture of Learning (1989)Handbook of reading research (1991)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)Improving Students’ Learning With Effective Learning Techniques (2013)Toward a theory of automatic information processing in reading (1974)The Perceived Competence Scale for Children (1982)Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. (1989)Science as argument: Implications for teaching and learning scientific thinking (1993)What are the Links Between Theory of Mind and Social Relations? Review, Reflections and New Directions for Studies of Typical and Atypical Development (2004)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Possible selves. (1986)Self-Regulated Learning: Monitoring Learning From Text (1990)Reading and writing to learn science: Achieving scientific literacy (1994)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Contributions of Study Skills to Academic Competence (2002)Toward a Theory of Intrinsically Motivating Instruction* (1981)Expectancies, values and academic behaviors (1983)Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies (1986)Classrooms: Goals, structures, and student motivation. (1992)Motivational Beliefs, Values, and Goals (2002)School Engagement: Potential of the Concept, State of the Evidence (2004)Personal Knowledge: Towards a Post-Critical Philosophy (1959)Availability: A heuristic for judging frequency and probability (1973)Judgment under Uncertainty: Heuristics and Biases (1975)The Elaboration Likelihood Model of Persuasion (1986)Development of NASA-TLX (Task Load Index): Results of Empirical and Theoretical Research (1988)Toward a Theory of Situation Awareness in Dynamic Systems (1995)How motives, skills, and values determine what people do. (1985)Tourism motivation and expectation formation (1997)Structural and dynamic aspects of interest development: theoretical considerations from an ontogenetic perspective (2002)Enhancing teaching through constructive alignment (1996)Teaching For Quality Learning At University (1999)From Theory to Practice: A Cognitive Systems Approach (1993)What the student does: teaching for enhanced learning (2012)Measuring Cognitive Engagement With Self-Report Scales: Reflections From Over 20 Years of Research (2015)Interest, Learning, and Motivation (1991)Motivation Crowding Theory: A Survey of Empirical Evidence (2000)
this work references cited by second hop

References

  • 1977Telling more than we can know: Verbal reports on mental processes.11,315 cited
  • 1990Motivational and self-regulated learning components of classroom academic performance.8,318 cited
  • 1984Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities5,185 cited
  • 1976ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*4,616 cited
  • 2010Motivation und Handeln977 cited
  • 1993What do inventories of students' learning processes really measure? A theoretical review and clarification963 cited
  • 1989Motivation und Handeln793 cited
  • 1986Children's reading strategies, metacognition, and motivation*1509 cited
  • 1991Contrasting forms of understanding for degree examinations: the student experience and its implications334 cited
  • 1989Good information processing: What it is and how education can promote it325 cited
  • 1996Motivation und Lernen mit Texten152 cited
  • 1992Metakognition und Lernen56 cited

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